Dce Social Studies Vocabulary
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Transcript of Dce Social Studies Vocabulary
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Social Studies
Vocabulary Instruction
D.C. Everest Social Studies Fall,2010
The Key to Academic Success
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Cutting edge of technology
Content specialists
Literacy teachers
Hands-on learning
Preparing citizens for the 21st Century
Coaches/Advisors
Authentic learning
Leadership
Always checking for understanding
Rigor – high expectations
Focused on student learning
Teaching the research process
Innovative and willing to take risks
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1) Rationale for direct instruction of vocabulary
2) Developing vocabulary lists – Which words?
3) Acquiring new vocabulary
4) Methods for directly teaching vocabulary
5) Assessing vocabulary knowledge
6) Differentiating vocabulary instruction
7) Word Conscious Classroom
Learning Targets
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Rationale for
Direct VocabularyInstruction
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Background knowledge increases academic
achievement
0
10
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Level I Level II Level III
AcademicBackgroundKnowledgeAcademicAchievement
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Academic background knowledge affects not only “school learning,” but occupation and status in life.
Success in school has a strong bearing on students’ earning potential. Marzano, 2009
Background knowledge increases life achievement
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Building Background Knowledge Through
VocabularyVocabulary words are labels students store in their memory for groups or families of objects.
elements4health.com
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socialmediaclub.posterous.com scripts.mit.edu
Building Background Knowledge Through Vocabulary
Vocabulary words are like magnets that attract the background knowledge
activistactivist
Background knowledge
Vocabulary word
Malcolm X
Medgar Evers
Harvey Milk movie
Viola Liuzzo
Cesar Chavez
Daisy Bates
John Brown
Karen Silkwood
movie on Martin Luther King Jr.
Field trip to Selma Montgomery
Union people protesting against Jimmy Johns
Book I read about civil rights
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Research has shown a high correlation between vocabulary knowledge and academic success
and high scores on the ACT Exam!
Vocabulary and Academic Success
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Vocabulary and Academic Success
AP Exams
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Binder Check
The first part of the binder contains articleson teaching vocabulary.
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Increasing Vocabulary
1.Life experiences & field trips
help students develop a strong vocabulary
Examples: going to the bank/credit union, visiting a battle field, canoeing on the Wisconsin River, visiting a museum, eating at a restaurant, helping at a charity event, going to Mount Rushmore, going fly fishing, visiting Disney Land
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Increasing Vocabulary
2. Widespread reading
In fact, by the time they reach adulthood, people who make a habit of reading have a vocabulary that is about four times the size of those who rarely or never read. This disparity starts early and grows throughout life.
Virtual experience
Widespread reading increases vocabulary. The more you read, the more vocabulary you learn. (The rich get richer and the poor get poorer.)
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Chances of Learning New Words in Context
Moderator Level of Moderator
Chances of Learning Word
Ability Low 8%
Medium 12%
High 19%
Grade Level Grade 4 8%
Grade 11 33%
Text Density 1 new word for every 10 words
7%
1 new word for every 75 words
14%
1 new word for every 150 words
30%
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Increasing Vocabulary
3. Directly teaching vocabulary
It is estimated that children can be explicitly taught 400-500 words per year at a rate of 8-10 words per week. (Beck, McKeown, and Kucan, 2002)
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Increasing Vocabulary
90
80
70
60
50
40
30
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10
0
Percentile rank on test
50
62
83
Source: Based on data in Stahl & Fairbanks, 1986
Test refers to a test which tested information taught in class.
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Turn and TalkHow do you remember learning vocabulary in school?
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“Given the importance of academic background knowledge, and the fact that vocabulary is such an essential aspect of it, one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms.” Marzano and Pickering 2005
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Background knowledge is highly correlated with family income or socioeconomic status (SES)
Closing the Gap – Low SES
There is an estimated 4,700 word difference in vocabulary knowledge between high and low SES (Nagy and Herman, 1984)
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Closing the Gap – Low SES
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Hart and Risley (1995) long term study of vocabulary development in children…revealed significant differences based on parental income. Children in economically disadvantaged households were exposed to significantly fewer words.
Clearly poverty is a factor in vocabulary development.
Closing the Gap – Low SES
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Other
Free/ReducedLunch 29%
D.C. Everest 2010
Low SES D.C. Everest
Closing the Gap – Low SES
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Vocabulary instruction is one of the essential elements of literacy development for students “at risk.” (RAND Reading Study Group, 2002)
Closing the Gap – At-risk
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Closing the Gap - ELL
Direct vocabulary instruction helps close the achievement gap for ELL For English
language learners, the “achievement gap” is primarily a vocabulary gap. (Carlo, 2004)
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Closing the Gap – Low SES & ELL
BAV = Building Academic Vocabulary
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1) Provide explicit vocabulary instruction
Closing the Gap – LD
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Turn and TalkThink of one student you’ve had who did not have a rich vocabulary background…
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Developing Vocabulary
Lists – Which
Words?
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Which Words?
1) Content specific/discipline based vocabulary
2) Academic vocabulary
Planned ahead of time/scope & sequence
Will depend on activity/readings
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Content words = war debt, protest, boycott, taxation, duties revolution, propaganda, monopoly, monarchy, tyrant, liberty,
Academic words =profound, alteration, cite, advocate, intervene, analyze, pragmatic.
Vocabulary taught during unit on Events Leading to American Revolution
From directions on a DBQ
From Power sheet
Which Words?
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• Tier 1 words are the basic words that commonly appear in spoken language.
• Tier 2 words represent the more sophisticated vocabulary of written texts.
• Tier 3 words are limited to specific domains. -Isabel Beck
Beck’s Tier 1, 2, & 3 WordsWhich Words?
The notion of tiers of words is not a precise one, and the lines between tiers are not clear-cut. -Beck
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analyzeapproach role consistmajorrequiresignificantvaryinterpretrespondconsequencecontrastjustifycriteriaillustratecorresponddepict
Word Types: A Lens for Thinking About Vocabulary (Beck et al., 2002) & Choosing Important Words to Teach
Tier 1: Basic Tier 2: Frequent Academic Tier 3 Content Specific
homedoghappyseecomeagainfindgolookboy
migrationdemocracytrade balancemonotheismmonarchypeninsulairrigationrepublicimmigrationsecularismanarchyguerilla warfareforensicsdesegregationmanumissionprofilingpsychotherapy
“Brick”words
“Mortar”words
Which Words?
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Beck says Tier 2
Marzano says Tier 3
Which Words?
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Content specific/discipline based vocabulary
Academic direction vocabulary or frequently used academic vocabulary
Tier 2 or 3
Tier 2
D.C. Everest Tier 2 & 3
Which Words?
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Content/Discipline based words-Words that are crucial for understanding the topic/unit
-Words that will show up again and again in your class and future social studies classes
-Words that matter today
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Nationally known author and educator, Dr. Anita Archer, speaking on the topic of improving literacy at the secondary level, recommended selecting content words for vocabulary development that students do not know, but that are critical to the understanding of the content, and that will have on-going meaning beyond the immediate topic of study.
Northwest Washington Education Service District [Feb.
2005]
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Content/discipline based words
___crucial for understanding? ___will show up again and again?
___matter today?
Best if it fits all three criteria
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common nouns
Proper nouns vs.
Which Words?
Pullman StrikeSTRIKE
Pullman Strike
Textile Workers Strike
1946 Bituminous Coal Strike
U.S. Postal StrikeSteel Strike 1959
saved in brain as single memory
saved in brain as group memory
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Content/Discipline based wordsWhere do we get the words?-Standards and Benchmarks
-Power sheets
-Marzano’s list
-Other lists in vocabulary binder- Michigan list, Marshfield list, etc.
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Binder Check
The middle part of the binder contains severalword lists.
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Frequent Academic Words-Academic “direction” words that we find on tests, project directions
-Other words students might come across frequently (e.g., advocate, alleviate)
-Difficult words in readings
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Where do we get the words?-Choose them from the “directions” for assignments/tests
-Difficult readings
-Coxhead Academic Word List (AWL) list
Frequent Academic Words
What is the Academic Word List?
The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand.
The list contains 570 words and is divided into 10 sublists.
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The Academic Word List (AWL) is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, social sciences, health, business, and law.
Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency.
Frequent Academic Words
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analyze approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identity income indicate individual interpret involve issue labor legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary
Frequent Academic Words
AWL Top 60
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The Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing, mining, transport and technology had a profound effect on the socioeconomic and cultural conditions starting in the United Kingdom, then subsequently spreading throughout Europe, North America, and eventually the world. The onset of the Industrial Revolution marks the major turning point in human history; almost every aspect of daily life was eventually influenced in some way. Most notably, average income and population began to exhibit unprecedented sustained growth.
Frequent Academic Words
Content/Discipline based words
Which words might you need to teach to help students understand this passage?
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Acquiring New
Vocabulary
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Turn and TalkHow have you typically provided vocabulary instruction in your classroom?
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Finding definitions and writing words in sentences have had little impact on word knowledge and language use.
- Janet Allen, 1999
Perhaps the biggest misconception is that teaching vocabulary means teaching formal dictionary definitions.” - Marzano et al., 2002
Classroom Instruction That Works
What Doesn’t Work
Studies have shown that more than 60% of the sentences created by students to use new words based on definitions did not work.
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Dubious instruction
Doug Buehl
• When vocabulary is discussed – “Does anyone know what ____ means? “Who can tell me…” This limits conversation to students who don’t need instruction
•Too many students are passive bystanders
• No requirements for using the vocabulary in writing or speaking
What Doesn’t Work
Traditional Vocabulary Instruction
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the application of a broad spectrum of sciences to answer questions of interest to the legal system
‘fo-ren-sic
Our brain does not store definitions in it.
What Doesn’t Work
Manhead (c) BioRaven
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Word knowledge must be constructed as networks of personal connections and useful associations-Isabel Beck, Margaret McKeown, and Linda Kucan
Acquiring Vocabulary
Manhead (c) BioRaven
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Word Schema
A schema for a word must be able to associate with something they already know
Acquiring Vocabulary
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Students must have at least six encounters with a word to learn it. -McRel, 2008
Acquiring Vocabulary
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A child’s understanding of a word starts out simplistic but each time he comes across the word again the
Acquiring Vocabulary
understanding of the word becomes a little more sophisticated.
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Acquiring VocabularyAcquisition of vocabulary is enhanced with the association of a visual image.
Research shows that the brain processes visual information faster than auditory information. Visuals are also more memorable than simple auditory information (the brain remembers more from what it sees and hears than what it just hears). RexiMedia 2009
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Words
Frontloading is a process of intentionally exposing learners to vocabulary, concepts and skills they will later learn, either during the school day or in future unit activities.
FRONTLOAD…
- Vocabulary from a reading prior to reading
- Vocabulary from the unit to be studied next
Acquiring Vocabulary
FRONTLOADING
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Acquiring Vocabulary
Words
FRONTLOADING
When you frontload, be sure to…
Maintain a focus on the words throughout the chapter
Point out the words in subsequent chapters as prior knowledge
- Carol Ann Tomlinson, 2007
JB
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Reading Vocabulary
Listening Vocabulary
Writing Vocabulary
Speaking Vocabulary
Receptive
Productive
Doug Buehl 2007
Acquiring Vocabulary
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Turn and TalkHow can you go about frontloading vocabulary?
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Methods for Directly
Teaching Vocabulary
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We are using a blend of Marzano’s steps and McRel’s steps.
Method for Teaching Vocabulary
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1. Teachers explains the word
2. Teacher provides a non-linguistic representation
3. Student writes an explanation in his/her own words
4. Student creates a visual representation
5. Students add to their understanding of the word and speak/write the words
6. Students “play” with the words
Method for Teaching Vocabulary6 STEPS
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Method for Teaching Vocabulary
STEP 1 – Explain the word• Explain the word in everyday “kid” language (explain it like you are talking with a friend)
• Explain the word using language such as “you” or “someone” (e.g., if you wanted to boycott homework..”)
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Method for Teaching Vocabulary
STEP 1 – Explain the word•Provide examples of the word in multiple contexts
•Make connections to familiar concepts and experiences
•Personalize the word by grounding it with concrete classroom examples
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Method for Teaching Vocabulary
STEP 2 –Non-linguistic representation•The teacher shows the students an image that helps to represent the vocabulary word or acts out the meaning of the word.
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REVOLUTION When people in a country overthrow the government because they don’t like what is going on
American Revolution
French Revolution
STEP 2 –Non-linguistic representation
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REVOLUTION A sudden or complete change in things
Industrial Revolution
Cultural Revolution
of China
Black Power
Revolution
STEP 2 –Non-linguistic representation
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You say you want a revolutionWell you knowWe'd all want to change the worldYou tell me that it's evolutionWell you knowWe'd all want to change the worldBut when you talk about destructionDon't you know that you can count me outDon't you know it's gonna be alright
STEP 2 –Non-linguistic representation
Songs can help students learn words.
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Jazz Age - FlocabularySTEP 2 –Non-linguistic representation
Twenties came in like a lion;
By the end that lion was dying,
Couldn’t even pounce
Jazz Age, Dukes and Counts
Big band swing time make you bounce
You know what this is: Prohibition
No liquor sipping,
No-oh, we’re bootlegging.
Like Al Capone, running Chicago,
Organized crime, making the dough, moving more booze than Busch is,
Ladies for the first time, shaking their tushes,
Flapper happening
Flocabulary
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STEP 2 –Non-linguistic representation
Mind maps, diagrams and graphic organizers also help also.
hannah-bravenewworld.blogspot.com
teacherspayteachers.com
tickledbylife.com
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STEP 2 –Non-linguistic representation
Protest If I was protesting something I might walk around in front of the place I didn’t like carrying a protest sign!
Teachers can act out the meaning of the word.
Gus Use props to help kids understand vocabulary words.
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STEP 3 Student writes explanation
Method for Teaching Vocabulary
The student writes an explanation for the vocabulary word in his/her own words. (It won’t be a perfect definition.)
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Vocabulary Notebooks (Steps 3-6)
STEP 3 Student writes explanation
Have students keep vocabulary words in a section of their notebooks.-It allows them to write explanations and make a visual symbol
-They can add/modify the explanation and add examples
-All words are in one place for easy review, games, etc.
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STEP 3 Student writes explanationVocabulary Notebooks (Steps 3-6)
Explanation
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Binder Check
The last part of the binder contains differentactivities/strategies for teaching vocabulary.
See vocabulary notebook examples in back of binder and actual student notes
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STEP 4 Student creates visual representation
Method for Teaching Vocabulary
The student draws a symbol, picture, cartoon to represent the word. The student could also add a copied or printed picture but it’s best if they do it themselves.
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Method for Teaching VocabularySTEP 4 Student creates non-linguistic
representation
Draw a symboljustice
Draw an examplechild labor
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Method for Teaching VocabularySTEP 4 Student creates non-linguistic
representation
Draw a talk bubble, cartoon
I like to study human beings. How do humans behave? Why are there differences between groups of people? Iam an anthropologist,
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STEP 4 Student creates non-linguistic representation
Method for Teaching Vocabulary
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Method for Teaching Vocabulary
STEP 5 Student adds to understanding of word and uses the word in writing & speaking
The student might…
•add examples of the word,
•make comparisons of the word,
•classify the word
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Method for Teaching VocabularySTEP 5 Student adds to understanding of word and
uses the word in writing & speaking
The student might…
•Use the words in writing
•Have a conversation with a partner using vocabulary
•Look at suffixes, prefixes, and Latin roots
Reading Vocabulary
Listening Vocabulary
Writing Vocabulary
Speaking Vocabulary
Receptive
Productive
Doug Buehl 2007
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Method for Teaching VocabularySTEP 5 Student adds to understanding of word and uses the word in writing
& speaking
http://www.inrebus.com/latinwordoftheday.php Latin Word of the Day
Directly teaching word parts- affixes, base words, roots - greatly enhance vocabulary because 60% of English words have Latin or Greek origins (Armbruster & Osborn, 2001).
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unalienable: From the Latin adjective alienus, -a, -um, meaning belonging to another. Unalienable rights are those that cannot be taken away or transferred to another person.obligation: The same prefix ob- + the verb ligare, meaning to tie or bind. An obligation is that by which one is bound.legitimate: From the Latin noun lex, legis, meaing law. Legitimate means according to law.citizenship: From the Latin noun civis, civis, meaning citizen. revolt: From the Latin verb revolvere, to roll back or against.discipline: From the Latin verb disco, discere, meaning to teach. Or from the noun discipulus, meaning student or follower.militancy: From the Latin noun miles, militis, meaning soldier.destiny: From the Latin verb destinare, meaning to fasten down or to arrange or design.
STEP 5 Student adds to understanding of word and uses the word in writing & speaking
Method for Teaching Vocabulary
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• Prefixes add meaning to thousands of words.
• Learn a few prefixes, and you open up the meaning of thousands of words.
• There are twenty common prefixes that account for 97% of the prefixed words in printed school English (White, Sowell & Yanagihara, 1989).
• dis- re- un- (in, im, il, ir)-
Method for Teaching Vocabulary
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1. Anti = against : anti-war2. De = opposite : destroy3. Dis* = not, opposite of : disagree4. En(m) = cause to : encode, embrace5. Fore = before : forecast6. In(m) = in : intake, implant7. Inter = between : interact8. Mid = Middle : Midway9. Mis = Wrongly : Mistake10. Non = Not : Nonsense11. Over = Over : Overlook12. Pre = Before : Preview13. Re* = Again : Return14. Semi = Half : Semicircle15. Sub = Under : Submarine16. Super = Above: Superstar17. Trans = Across : Transport18. Un* = Not : Unfriendly19. Under = Under : Undersea 20. In, Im, Il, Ir * = Not : Injustice, Impossible, Illiterate, Irreligious.
Method for Teaching Vocabulary
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Method for Teaching VocabularySTEP 5 Student adds to understanding of word and
uses the word in writing & speaking
Teach dictionary/glossary use as a way to check/refine their explanations. (We eventually do want students to be able to independently figure out meanings for unknown words.)
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Method for Teaching Vocabulary
STEP 6 – Student “plays” with the words.
The student plays games, creates word art, creates vocabulary songs.
Wall of Vocab Song
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STEP 6 – Student “plays” with the words.
police brutality
civil disobedience
WORD DEBATE
Which word best describes the picture?
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WORD DEBATE
STEP 6 – Student “plays” with the words.
escalation
demilitarize
Which word best describes the picture?
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Method for Teaching Vocabulary
Write a Word Poem
Benevolent (adj) kindThe benevolent dictatorWas good and kindHis rule was fairHis justice blind
Debunk (v) to discreditThe scientist was wrongHis hypothesis debunkedHis colleagues wonderedIf chemistry he flunked
Deliberate (v) to consider carefullyThe jury deliberatesThey think things throughThey look over the evidenceAnd piece together the clues
STEP 6 – Student “plays” with the words.
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http://vocabulary.co.il/blog/learning_vocabulary/category/social-studies-vocabulary/Vocabulary building games
http://jc-schools.net/tutorials/vocab/Contains word lists/games
http://www.teach-nology.com/forum/showthread.php?t=3722Vocabulary game ideas
Resources for “Playing” with Words
http://www.superkids.com/aweb/tools/words/
Show examples
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http://www.imagechef.comImage Chef -like Wordle only you can make shapes
http://picturevocabulary.com/satflashcards.htmlVisual learning (cards to purchase)
http://learning.blogs.nytimes.com/category/word-of-the-day/Word of the Day
Resources for “Playing” with Words
Show examples
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http://quizlet.com/Online quiz program
http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist1.tdfHistory vocabulary
Resources for “Playing” with Words
My daughter in collegeUses Quizlet to study. She makes her ownFlashcards and it’s FREE!“Tim Nyenhuis”
Show examples
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http://www.vocabulary.com/
http://www.weboword.com/
Resources for “Playing” with Words
Show examples
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Resources for “Playing” with Words
http://www.freerice.com/
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Resources for “Playing” with WordsStudents could categorize words and make a word cloud.
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Resources for “Playing” with Words
http://www.wordle.net/Wordle
http://www.mosaizer.com/Wordaizer/
https://docs.google.com/present/view?pli=1&id=dhn2vcv5_157dpbsg9c5
Forty-seven ways to Use Wordle in the Classroom
Wordaizer
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www.wordsift.com
Resources for “Playing” with Words
Visual Thesaurusis free through Wordsift
Show examples
http://www.visualthesaurus.com/vocabgrabber/Visual Thesaurus & Vocabulary Grabber
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Assessing Vocabulary Knowledge
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VOCABULARY
4 = I know it well and can explain it and I use the word in writing and talking
3 = I know something about the word and can relate it to a situation
2 = I have seen the word or heard it before
1 = I don’t know the word at all
war debt
protest
boycott
revenue
taxation
duties
tyrant
monopoly
monarchy
propaganda
revolution
independence
Vocabulary Assessment
Show assessment example
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VOCABULARY
4 = I know it well and can explain it and I use the word in writing and talking
3 = I know something about the word and can relate it to a situation
2 = I have seen the word or heard it before
1 = I don’t know the word at all
imperialism
capitalist economy
massive retaliation
military industrial complex
polytheistic
reparations
socialism
heresiarch
fiscal policy
aggregate
hegemony
simony
Vocabulary Assessment
Teachers, how would you evaluate your knowledge of these words?
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I know the word
I sort of know the word
I don’t know the word
Vocabulary Assessment
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Historians do not know exactly when people from Asia crossed this land bridge into North American because the travelers left no written records. Historians relay on _______ - the study of the unwritten past – for clues. Historians examine _________, or remains of objects made by humans to understand the past. Evidence indicates that the Paleo-Indians, or the first Americans, crossed Beringia into Alaska sometimes between 50,000 and 10,000 B.C. People who are native to an area or the original people of an area are known as _____________. Originally these people were hunters and gatherers but over time ____________ societies developed as people learned how to breed wild plants and animals for use by humans, also known as ______________.
Vocabulary Assessment
CLOZE Passage
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Vocabulary Assessment
Vocabulary Word
Examples
doctrine Monroe Doctrine
naturalization - Saba Jaipuri- Hmong community members who weren’t born here
strait Bering StraitStrait of Gibraltar
Sometimes have students give examples instead of definitions
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Vocabulary Assessment
English/Language Arts Grade 6 Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Vocabulary Assessment
Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
English/Language Arts Grade 7
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Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
English/Language Arts Grade 8
Vocabulary Assessment
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Vocabulary Assessment
English/Language Arts Grades 9-10
Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Vocabulary Assessment
English/Language Arts Grades 11-12
Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
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Differentiating
Vocabulary Instruction
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Advanced Students
Generate/examine examples across time (e.g., What were some revolutions that took place in history?)
Differentiate between words with close meanings (e.g., Is a coup de ‘etat the same as a revolution?)
SAT Vocabulary
Super Kids http://www.superkids.com/aweb/tools/sat/
A dictionary definition will make more sense to them than to students who do not have as much background information
Differentiating Vocabulary Instruction
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appeasement
derapsclass.blogspot.com
Differentiating Vocabulary Instruction
Analyze political cartoons, which deal with the vocabulary word
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Differentiating Vocabulary Instruction
Not all Hmong
students
speak HmongMcRel 2006
Have ELL students physically act out the vocabulary word. Rick Wormeli
2009
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Hip hop flocabulary
http://www.flocabulary.com/wordup_blue_listen.htm
Music vocabulary
Image Chef – create a slide showhttp://www.imagechef.com/
Differentiating Vocabulary Instruction
Consider students’
Multiple intelligences
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Make sure you work with specialiststo help students learn vocabulary.
Get specialists the words ahead of time so that they can help frontload the vocabulary.
Differentiating Vocabulary Instruction
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A Word Conscious Classroom
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Word Consciousness ...- Awareness of words
- Enjoyment of words
- Playing with words
- Interest in words
- Appreciation of words
- Satisfaction in using words well
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There are specific academic discourse communities that use particular types of words to communicate.
Word Conscious Classroom
Doug Buehl explain that these communities read text in different ways. (TLH)
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Novice Apprentice Practitioner
Expert
A person becomes a part of a discourse
community by becoming an“apprentice” in the
culture.
Word Conscious Classroom
This involves becoming an “insider”with others who will help the novice so that s/he learns the culture, including the type of language used.
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Word consciousness becomes a way to address this issue by actively, explicitly and thoroughly immersing students in opportunities to see, hear and use academic discourse vocabulary.
Word Conscious Classroom
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Word Walls
The power of an interactive word wall in the classroom is amazing. The key to a successful word wall is the word, "interactive." Students need to actively interact with the word wall on a daily basis.
Word Conscious Classroom
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As students master a word, it should be retired to a shoe box and newer words added to the wall. The “shoe box” words can be reviewed before cumulative tests, or used to help students make connections between past learning and new topics. Word walls work best when they are interactive, with words that can be easily added, removed or rearranged. Pocket charts, or index cards with peel-and-stick Velcro, or peel-and-stick magnetic strips work well.
Read more at Word Walls in Middle School: How to Use a Word Wall Effectively with Older Students http://curriculalessons.suite101.com/article.cfm/use_word_walls_in_middle_school#ixzz0uSBNgaSO
Word Walls
Word Conscious Classroom
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Word Conscious Classroom
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Word Conscious Classroom
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Word Walls
Wall of Vocab
Word Conscious Classroom
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http://www.history.esc2.net/
Word
Walls
Word Conscious Classroom
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Ms. Vinje’s
Word Conscious Classroom
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Mr.
Peterson’s
Word Conscious Classroom
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Encourage students to be Social Studies Word Wizards and find the use of vocabulary words outside of class. Keep a chart.
Word Conscious Classroom
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Tell students that the Word Wizards are listening for them to use vocabulary words in class discussions.
Word Conscious Classroom
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A Word Wizard
Word Conscious Classroom
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Words = Word Conscious Classroom
Power Intelligence Strength Knowledge Charisma Talking Success Achievement
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The teacher who is alert to opportunities for using sophisticated, interesting, and precise language is probably the most important element in a word-rich environment. — B E C K E T A L . , 2 0 0 2
Word Conscious Classroom
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Resources UsedBuilding Academic Vocabulary by Kelly Curtright
Building Academic Vocabulary by Marzano and Pickering
Building Background Knowledge for Academic Achievement by Marazano
Tennessee Academic Vocabulary by Timothy K. Webb
Strategies for Boosting Vocabulary Learning Across the Curriculum by Doug Buehl
Grasping Tier 2 Words – Condensed from an article by Doug Buehl
Teaching Reading in Social Studies by Carlos M. Gonzalez
Developing Content Literacy: the “3 legged” Stool of Improving Secondary Achievement by Kevin Feldman
AP Vocabulary Data Base by Marshfield High School Social Studies
Academic Vocabulary by Jim Burke
Enhancing Long Term Retention of New Vocabulary Using Visual Images
A Focus on Vocabulary by Mike McMahon
A High-Incidence Academic Vocabulary by Kinsella/San Francisco State University
Vocabulary in Social Studies Classrooms by D. W. Moore
Differentiating Instruction for Struggling Learners by East Palestine City Schools
Vocabulary Instruction in the Inclusive Classroom by Janine Struyde
Selecting Vocabulary: Academic Word List http://www.uefap.com/vocab/select/awl.htm
Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml
What is the GRE http://www.psychwww.com/careers/gre.htm
Games and Activities that Build Academic Vocabulary McRel
http://www.nea.org/tools/13739.htm
Forty Most Frequent Prefixes and Suffixes
http://picturevocabulary.com/fc2.html
http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist3.tdf?0
Word Consciousness Across the Curriculum Dr. Judith Scott Bonnie Skobel
What? Word Consciousness CORE
Thank
You!!!!!!